Research Findings

Select Publications

  • Ruble, L., McGrew, J., Johnson, L., & Pinkman, K. (2022). Matching autism intervention goals with planned adaptations using COMPASS. Remedial and Special Education. Online first: https://doi.org/10.1177/07419325221134122
  • Filter, K.J., Ford, A.L.B., Bullard, S., Cook, C.R., Sowle, C.A., Johnson, L.D., Kloos, E., & Dupuis, D.  (2022). Distilling Check-in/Check-Out into Its Core Practice Elements Through an Expert Consensus Process.  School Mental Health. Online first: https://doi.org/10.1007/s12310-021-09495-x
  • Filter, K.J., Johnson, L.D., Ford, A.L.B., Sowle, C.A., Bullard, S.J., Cook, C.R., Kloos, E., & Dupuis, D. (2022). An expert consensus process to distill tier 1 PBIS into core practice elements essential to improving front-line implementation. Accepted in Education and Treatment of Children. Online first: https://doi.org/10.1007/s43494-021-00066-y
  • Hugh, M.L., Johnson, L.D., & Cook, C.R. (2022). Teachers’ Practice Selection for Children with Autism: An Application of the Theory of Planned Behavior. Autism: International Journal of Research and Practice. Online first: doi: 10.1177/13623613211024795
  • Ford, A., Hugh, M., Johnson, L. & Young, K. (2022).Specifying Adult Interaction Practices as a Step Toward Enhancing Our Conceptualization of Process Quality. Infants and Young Children, 35, 68-88, doi: 10.1097/IYC.0000000000000208
  • Johnson, L.D., Ford, A.L.B., Dupuis, D., & Hugh, M.L. (2021). Exploring features within organizational and cognitive factors that predict variability in estimates of classwide active engagement. Topics in Early Childhood Special Education, 41, 207-220, https://doi.org/10.1177/02711214211030341
  • Johnson, L.D., Hugh, M.L., Ford, A.L.B., Dupuis, D., Young, K., & Rudolph, B. (2021). Development and preliminary content validation of ENGAGE as an assessment of preschool interactions and active engagement.  Advance Preprint.  https://doi.org/10.31124/advance.14030450.v1
  • Ford, A.B. & Johnson, L.D. (2021), The Use of Generalizability Theory to Inform Sampling of Educator Language Used with Preschoolers with Autism Spectrum Disorder.  Journal of Speech, Language, and Hearing Research. Online first: doi: 10.1044/2021_JSLHR-20-00586
  • Hugh, M.L., Johnson, L. & Fleury, V. P. (2020) Dissemination and decision-making: Factors related to pre-service practitioners’ selection of practices for students with autism. Education and Training in Autism and Developmental Disabilities, 55, 332-347. doi: 10.1017/CBO9781107415324.004
  • Johnson, L.D., Ford, A., & Hugh, M.  (2018).  Maximizing meetings with TIPS: Tools and tricks for meaningful data use.  Young Exceptional Children Monograph Series: Instructional Practices: Effective Strategies to Ensure Child Development and Learning, 25 – 36, ISBN 978-0-9905128-5-1
  • Boyd, B.A., Watson, L.R., Reszka, S.S., Sideris, J., Alessandri, M., Baranek, G.T., Crais, E.R., Donaldson, A., Guitierrez, A., Johnson, L.D., Belardi, K. (2018).  Efficacy of the ASAP intervention for preschoolers with ASD: A cluster randomized controlled trial. Journal of Autism and Developmental Disorders, 48, 3144 – 3162.  doi.org/10.1007/s10803-018-3584-z
  • Johnson, L. D., Fleury, V., Boh, A., Rudolph, B., Young, K. (2018) Translating Evidence Based Practices to Usable Interventions for Young Children with Autism. Journal of Early Intervention, 40, 158-176.  doi: 10.1177/1053815117748410
  • Johnson, L. D. (2017a). Exploring cloud computing as a means to generate usable knowledge for team problem solving. Topics in Early Childhood Special Education, online first: doi: 10.1177/027112141771531
  • Johnson, L.D. (2017b). Going to scale: exploring implementation of positive behaviour intervention and supports within and across different types of early childhood programmes, Early Child Development and Care, online first: doi: 10.1080/03004430.2017.1331219
  • Johnson, L. D. (2017c). Scaling the pyramid model across complex systems providing early care for preschoolers: Exploring how models for decision making may enhance implementation science. Early Education and Development, online first: doi: 10.1080/10409289.2017.1286205

Select Presentations

  • Ford, A.L.B. & Johnson, L.D. (2022). Using Adult Interaction Practices to Promote Active Engagement for Preschool Children with Disabilities. Paper presentation at the American Speech Hearing Association Annual Convention, New Orleans, LA.
  • Garrington, F., Johnson, L.D., & Ford, A.L.B. (2022). Systematic Review of Culturally Relevant Pedagogy for Black American Students in the United States’ K-12 Classrooms. Poster presentation at the International Conference on Urban Education, Cancun, Mexico.
  • Johnson, L.D., Hugh, M., Ford, A., Rudolph, B., & Young, K. (2020). Developing an observation system for measuring classroom ecology and children’s active engagement. Poster presentation at the Conference on Research Innovations in Early Intervention, San Diego, California, United States.
  • Ford, A.L.B. & Johnson, L.D. (2020) An application of generalizability theory to characterize language learning environments for preschoolers with autism. Poster presentation at the Conference on Research Innovations in Early Intervention, San Diego, California, United States.
  • Hugh, M.L., Johnson, L., Ford, A., B. & Rudolph, B. (2019) Lessons Learned From Early Childhood Team-Based Problem-Solving: Linking Problems to Solutions. Poster Presentation at Division of Early Childhood Annual Conference (October 2019).
  • Ford, A.B., Johnson, L., Hugh, M.L. & Young, K. (2019). Opportunities to Respond in Inclusive Preschool Environments: The What, Why, and How. Presentation at Division of Early Childhood Annual Conference (October 2019).
  • Johnson, L., Hugh, M. L., Ford, A. L. B. & Rudolph, B. (2019) Observing and Coaching Classroom Interactions that Promote Active Engagement; Presentation at Division of Early Childhood Annual Conference (October 2019).
  • Johnson, L., Rudolph, B., Hugh, M.L. & Ford. A (2019). Observing and Promoting Interactions that Support Active Engagement. Association for Positive Behavioral Supports Annual Conference, (February, 2019)